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One of the tenets underlying the recommendations in Blueprints is the good ideas should be replicated. Rather than reinventing programs in thousands of places, systemic reform seeks to bring efficiency into the educational system, building on quality work where it exists. As the Project 2061 staff prepared the Blueprints chapters, it was apparent that many exemplary programs and projects related to reform were already underway.
To assist Blueprints readers in their own efforts to improve mathematics, science, and technology education, we have included in the Resources section a selected list of programs and projects mentioned in the chapters, as well as others that are especially relevant and/or noteworthy. Most of these programs are national in scope and outreach, making it possible for individual schools or districts to adapt their materials or strategies.
The Blueprints chapters represent the variety of disciplines and organizations that are involved in reform. As reform in science, mathematics, and technology education has progressed over the past decade, scores of groups and organizations have become prominent. The Contacts section provides information on selected national organizations, agencies, and programs that are key players in science, mathematics and technology education, or in education reform.
Although it was beyond the scope of this work to identify all projects
and groups that are dedicated to reform, the Resources and Contacts are
a starting point for those seeking more information. As with the Blueprints
chapters themselves, these lists are a work in progress, and Project 2061
welcomes your additions and updates.
Resources
Accelerated Schools Project
The Accelerated Schools Project was designed to improve schooling for
children in at-risk situations. Each school uses three principles-unity
of purpose, empowerment coupled with responsibility, and building on the
strengths of all members of the school community-to develop and work toward
its own specific goals. Instead of placing at-risk students into remedial
classes, accelerated school communities-staff, parents, administrators,
students, and local community members-provide them with the types of challenging
activities that are generally reserved for gifted students. Members of
the school community encourage students and teachers to think creatively,
explore their interests, and achieve at high levels. Accelerated schools
seek out, acknowledge, and build on every child's natural curiosity, encouraging
students to build knowledge and develop complex reasoning and problem-solving
skills through exploration and discovery and by making connections between
school and home activities. More than 700 schools in 38 states are affiliated
with the Accelerated Schools Project.
National Center for the Accelerated Schools Project
Stanford University
CERAS 109
Stanford, CA 94309-3084
415/725-1676
http://www.acceleratedschools.net/
Access Science
Access Science is a project of the National Easter Seal Society (NESS).
Funded by the National Science Foundation, Access Science was developed
in collaboration with the American Association for the Advancement of Science.
Children with disabilities and their families gather in monthly workshops
to conduct hands-on science activities and to test and suggest adapted
equipment for each activity so that every child can participate. Access
Science introduces children to role models with disabilities who are professionals
in science, math, and technology fields who describe the career opportunities
that are available to them.
Marilyn Hamper
Access Science Project Manager
National Easter Seal Society
230 West Monroe
Suite 1800
Chicago, IL 60606
312/726-6200
Alliance for Technology Access
Making technology a regular part of the lives of people with disabilities is
the goal of the Alliance for Technology Access. The Alliance works to increase
the awareness, understanding, and implementation of assistive technologies.
More than 40 community-based technology resource centers and 70 technical designers
and developers comprise the Alliance for Technology Access. Based on a spirit
of collaboration and partnership, the Alliance is run by children and adults
with disabilities, their families and friends, teachers, service providers
and employers. The Alliance partners with industry, such as IBM and Mattel
Foundation to expand the possibilities of integrating students with disabilities
into educational settings where they can use computers and other technology
to learn.
Russ Holland, Executive Director
Alliance for Technology Access
2173 East Francisco Boulevard
Suite L
San Rafael, CA 94901
415/455-4575
ASPIRA Mathematics and Science Academy
Working primarily with Puerto Rican and other Latino middle-school
students, the ASPIRA Mathematics and Science Academy (MAS) strives to increase
the interest and skills of underrepresented students in mathematics and
science. In Spanish, mas means plus or more; ASPIRA believes that all children
should have more access to the adequate academic environment and social
support they deserve, especially in science and mathematics. MAS offers
a computer learning lab for students, after-school tutoring and homework
monitoring, seminars about the importance of parental involvement in mathematics
and science, field trips to various facilities that employ scientists and
mathematicians, and summertime activities and seminars for students. ASPIRA
has established MAS academies in Chicago, Illinois and Bridgeport, Connecticut.
Hilda Crespo,
Interim National Executive
1112 16th Street, NW
Suite 340
Washington, DC 20036
202/835-3600
FAX: 202/223-1253
E-mail: aspira1@aol.com
Blue Ribbon Schools Program
The Blue Ribbon Schools Program identifies and nationally recognizes
a diverse group of public and private elementary and secondary schools
that are unusually effective in meeting local, state, and national education
goals and in educating all of their students. The program aims improve
schools through the collaborative self-evaluation that is required of participating
schools and to encourage the pursuit of excellence by providing national
recognition. A review panel composed of school educators, college and university
faculty, state and local government officials, school board members, and
community members selects Blue Ribbon schools. Their criteria include the
candidate schools' leadership; teaching environment; curriculum and instruction;
student environment; parent and community support; organizational vitality;
student performance on measures of achievement; daily student and teacher
attendance rates; students' postgraduate pursuits; and student, staff,
and school awards.
U.S. Department of Education
Recognition Division
Washington, DC 20208-5645
202/219-2149
The Business Round Table Education Initiative
In 1989, the Business Round Table (BRT) undertook a 10-year effort
to promote the nationwide systemic reform of public schools. The BRT and
its member companies work with governors, chief state school officers,
and business and educational organizations to create comprehensive reform
strategies in all 50 states. The Essential Components of a Successful
Education System is a nine-point agenda for educational reform that
is based on the belief that all children can and must learn at increasingly
higher levels.
The Business Round Table
1615 L Street, NW
Washington, DC 20036
202/872-1260
Closing the Gap
Exploring the use of microcomputers as personal and educational tools
for people with disabilities, especially students in K-12, Closing the
Gap is a cutting-edge newsletter that comes out six times a year. This
publication includes practical computer application, software reviews,
and related news and information with and emphasis on special education.
Closing the Gap sponsors an annual conference featuring a wide range
of workshops and seminars on microcomputers and their applications.
Closing the Gap
P.O. Box 68
Henderson, MN 56044
612/248-3294
The Coalition of Essential Schools
The Coalition of Essential Schools is a school-university partnership
that redesigns American high schools to improve student learning and achievement.
The Coalition of Essential Schools offers no specific model or program
for schools to adopt; however, each school uses the project's nine common
principles to redesign its structure and practices and to develop programs
that best serve its own students, faculty, and community. The Coalition
of Essential Schools provides professional development activities and programs
for faculty members and develops seminars and workshops to promote and
support change. The project includes more than 230 member schools in more
than 30 states, with an additional 250 schools in the planning stages and
530 schools in the exploratory stage.
Carrie Holden, Schools Coordinator
Coalition of Essential Schools
Box 1969
Brown University
Providence, RI 02912
401/863-3384
http://www.essentialschools.org/
Comer School Development Program
In keeping with the African proverb that it takes a whole village to
raise a child, the Yale Child Study Center Team in New Haven, Connecticut
developed a program in 1967 that employs a systemic approach to parent
involvement in public schools. By bringing together educators, parents,
and community members as a school-based team, the School Development Program
helps build meaningful parental involvement into the culture of the school.
A school management team of parents and teachers sets objectives and strategies
regarding school climate, academics, and staff development. Parents develop
workshops for parents, become actively involved in tutoring, help teachers
plan and implement the school's social calendar, and serve as classroom
assistants. The School Development Program has been adopted by more than
600 schools in 21 states and the District of Columbia.
Cynthia Savo
School Development Program
53 College Street
New Haven, CT 06510
203/737-1020
E-mail: cynthia.savo@yale.edu
http://info.med.yale.edu/comer/
Council of the Great City Schools
The Council of the Great City Schools is a coalition of more than 50
of the nation's largest urban public school systems that works to promote
urban education through legislation, research, media relations, management,
technology, and special projects. The Council serves as the national voice
for urban educators and provides a vehicle for them to share information
about promising practices and address common concerns.
Urban Education Service Corps
The Urban Education Service Corps seeks to enhance the educational
achievement of inner-city students by using national service to improve
teacher recruitment and professional development. The Urban Education Service
Corps builds on existing partnerships between public school systems, colleges
of education, and community groups in Philadelphia, Long Beach, Omaha,
Denver, and Toledo. Each local partnership addresses school issues by broadening
the range of school services to increase educational achievement for students
in urban schools who lack basic academic skills; expanding and diversifying
the pool of teachers for urban schools; and enhancing the skills of AmeriCorps
members in community service, civic responsibility, and training future
teachers.
Shirley Schwartz
Renee Carr
Council of the Great City Schools
1301 Pennsylvania Avenue, NW,
Suite 702
Washington, DC 20004
202/393-2427
FAX: 202/393-2400
Urban Education Technology Forum
The Urban Education Technology Forum (The Forum) is a partnership between
the Council of Great City Schools and selected businesses and institutions.
The Forum addresses outreach assistance, information exchange, cooperative
program design and development, and discussions of critical issues and
concerns related to applying technology to urban education. The Forum's
activities are designed to reduce duplication of efforts, reduce costs
related to implementing technology in urban schools, share and exchange
information, establish joint funding projects, and increase program effectiveness.
Mark A. Root, Manager of Technology and Information Services
Council of the Great City Schools
1301 Pennsylvania Avenue, NW,
Suite 702
Washington, DC 20004
202/393-2427
FAX: 202/393-2400
DO-IT (Disabilities, Opportunities, Internetworking,
Technology)
The DO-IT Program, funded by the National Science Foundation and located
at the University of Washington College of Engineering, introduces high
school students with disabilities to college and careers in engineering
and science. Students spend two weeks on campus participating in labs in
different disciplines and learning how to access information via the Internet.
Following the summer program, students communicate with one another and
an international network of volunteer mentors using electronic mail. A
larger discussion group, "do-itsem," shares information on assistive technology,
adapted hardware and software of special value to students with disabilities
in precollege and postsecondary settings.
Sheryl Burgstahler
College of Engineering/FH-10
University of Washington
Seattle, WA 98195
206/543-0622
Dwight D. Eisenhower Mathematics and Science
Education Program
The Eisenhower Program is designed to improve the skills of teachers
and quality of mathematics and science instruction in the nation's elementary
and secondary schools. The Eisenhower State Grant Program funds opportunities
for teacher professional development. The Eisenhower National Program supports
innovative projects that are designed to improve the quality of teaching
in mathematics and to provide quality instruction to all students.
Eisenhower National Program
U.S. Department of Education
55 New Jersey Avenue, NW
Washington, DC 20208
202/219-2126
EQUITY 2000
This project, currently underway in six major school districts nationally,
is designed to close the gap in college-going and success rates between
non-minority and minority students and advantaged and disadvantaged students.
The project seeks to eliminate tracking, set high standards for all students
and provide the support to enable all students to reach those standards,
and increase students' aspirations to attend college. EQUITY 2000 combines
counseling and classroom instructional strategies with teacher preparation
to prove that all students can master algebra and succeed in college.
Vinetta Jones, National Director,
EQUITY 2000
The College Board
45 Columbus Avenue
New York, NY 10023
212/713-8268
Faith Communities Project
The AAAS Faith Communities Project helps churches across the country
incorporate hands-on science, mathematics, and technology activities into
their non-religious educational programs. The Faith Communities Project
seeks to engage parents and children in hands-on science activities in
communities where the church is a central institution. The AAAS assists
churches with program planning and implementation, trains church volunteers
to conduct hands-on science and mathematics activities, and provides activity
manuals and materials to churches.
Sandra Parker or Brenda Files
AAAS
Education and Human Resources
1200 New York Avenue, NW
Washington, DC 20005
202/326-6783 or 202/326-6682
http://www.aaas.org/programs/education/
FAMILY MATH
The EQUALS staff at the University of California's Lawrence Hall of
Science developed FAMILY MATH in 1982 to help parents learn the mathematical
skills they needed to help their children with their homework. FAMILY MATH's
primary aims are to prevent parents from passing negative attitudes about
mathematics on to children, help parents familiarize children with the
broad scope of mathematics through routine family activities, and teach
parents and children to approach mathematics as problem solvers. Through
the program's activities, parents learn to stimulate their children's mathematical
and scientific thinking in the home just as they foster their children's
literacy by reading to them. Communication between teachers and parents
in the FAMILY MATH program increases parental interest in improving the
mathematics curriculum to prepare all students for high school mathematics.
Jose Franco, Director
EQUALS
Lawrence Hall of Science
University of California
Berkeley, CA 94720
510/642-1823
FAX: 510/643-5757
E-mail: equals@berkeley.edu
http://lawrencehall.science.museum/equals/
FAMILY SCIENCE
This national outreach program combines teacher inservice education
with a family learning program. FAMILY SCIENCE provides opportunities for
families to have enjoyable science experiences, relate learning science
to future studies and work, and involve parents in their child's science
education. The program uses hands-on learning activities to increase the
study of science by K-8 students, particularly among female and minority
students. FAMILY SCIENCE includes an inservice program that is designed
to provide educators and community members with science and career activities,
organizational information, and program philosophies.
Peggy Noon, Director
Northwest EQUALS
Portland State University
P.O. Box 751
Portland, OR 97207
800/547-8887 ext. 3045
FAX: 503/725-4838
Full Option Science System
The Full Option Science System (FOSS) is an elementary school science
program that was designed to meet the challenges of providing meaningful
science education for all students in diverse American classrooms and preparing
them for life in the 21st century. Its modular design allows FOSS to be
used in a variety of ways in many school settings and to be adapted to
almost every science framework, guide, and program. FOSS incorporates hands-on
inquiry, interdisciplinary projects, collaborative learning groups, and
multisensory observation.
Linda DeLucchi
Lawrence Hall of Science
Center for Multisensory Learning
University of California
Berkeley, CA 94720
510/642-8941
High School/High Tech Programs
As an enrichment program for students with disabilities interested
in science, math, education, and technology, the High School/High Tech
programs offers mentor programs, professional shadowing, workshops in science
and math, and work opportunities. This program, available in several states,
identifies and motivates talented high school students with disabilities
to pursue science and technology careers.
Richard Sheppard
President's Committee for the Employment of People with Disabilities
1331 F Street, NW
Suite 400
Washington, DC 20004
202/376-6200
202/376-6205(TDD)
Mathematicians Education Reform Forum
The Mathematicians Education Reform Forum is a National Science Foundation
project that brings together college and university mathematicians across
the nation to promote educational reform efforts within the mathematics
community. The Mathematicians Education Reform Forum conducts national
workshops that focus on mathematicians' participation in education reform,
publishes materials that address mathematics and education reform issues,
provides professional programs for mathematicians, and develops educational
initiatives in the mathematics community.
Naomi Fisher, MER Co-Director
Department of Mathematics, Statistics, and Computer Science (M/C 249)
University of Illinois at Chicago
851 S. Morgan Street
Chicago, IL 60607
312/413-3749
E-mail: NDFisher@uic.edu
http://www.math.uic.edu/MER/
National Alliance of Business
The National Alliance of Business (The Alliance) is a business-led
nonprofit organization that provides business leadership to reform education
and enhance job training by shaping public policy; building partnerships
among business, education, and community leaders; and increasing public
awareness of the need to improve education and job training. The Alliance
works to achieve excellence in education by sponsoring programs that ease
the transition from school to work and by providing publications that contain
information about and models of business involvement in education reform
locally and nationally.
1201 New York Avenue, NW, Suite 700
Washington, DC 20005
202/289-2888
National Assessment of Educational Progress
Under the mandate of Congress and the direction of the U. S. Department
of Education's National Center for Education Statistics, the National Assessment
of Educational Progress (NAEP) monitors the educational progress of nationally
representative samples of 4th, 8th, and 12th graders and reports group
trends over time. NAEP assesses student achievement in reading and mathematics
every two years, science and writing every four years, and history and
geography at least once every six years; examines in detail the performance
of a cross section of students that are assessed in each subject, highlighting
home and school factors related to achievement; and reports teachers' descriptions
of their backgrounds, teaching experience, and instructional approaches.
NAEP's assessments are designed to expand our knowledge of students' problem
solving abilities and offer challenging performance tasks for students.
Archie Lapointe, Executive Director
P.O. Box 6710
Princeton, NJ 08541
800/223-0267
National Center for Fair & Open Testing (FairTest)
FairTest works to ensure that the evaluation of students and workers
is fair, open, accurate, accountable, and educationally sound. To achieve
these goals, FairTest serves as a source of information about testing and
alternatives for educators, parents, public officials, journalists, and
other policy makers; provides information, training, and strategic advice
to parents, educators, and civil rights and womens' organizations; and
coordinates and catalyzes educators, citizen groups, and parents to effect
testing reforms.
Bob Schaeffer, Public Education Director
342 Broadway
Cambridge, MA 02139-1802
617/864-4810
FAX: 617/497-2224
National Science Foundation Systemic Initiatives
NSF's Division of Educational System Reform sponsors several programs
that encourage coordinated approaches to the standards-based reform of
science and mathematics education to ensure a comprehensive impact on curriculum,
policy, professional development, assessment, resource allocation, and
student performance. Among these programs are the Statewide Systemic Initiatives,
Urban Systemic Initiatives, and Rural Systemic Initiatives, which improve
coordination within states, cities, rural areas, school systems, and other
educational organizations to effect change.
Statewide Systemic Initiatives
The Statewide Systemic Initiatives Program (SSI) encourages improvements
in science, mathematics, and engineering education through comprehensive
systemic changes to the education systems of the states. The program seeks
to strengthen the infrastructure for science and mathematics education
by supporting the states on issues such as leadership development, strategic
planning, selecting materials, equity, assessment, public awareness, and
project evaluation. SSI encourages collaboration between educators at all
levels, business and industry, parents, and community members.
Janice Earle, Senior Program Director
Carolyn Mahoney, Program Director
Julia Wan, Program Director
Statewide Systemic Initiatives Program
Office of Systemic Reform
4201 Wilson Boulevard, Suite 875
Arlington, VA 22230
703/306-1682
FAX: 703/306-0456
TDD: 703/306-0090
Urban Systemic Initiatives
The Urban Systemic Initiatives Program (USI) in science, mathematics,
and technology education fosters experimentation, accelerates the rate
of change, and implements system-wide improvement in student learning for
grades K-12 in the 25 U.S. cities with the largest number of school-aged
children living in poverty. USI's goals are to improve the scientific and
mathematical literacy of all students in urban communities; to develop
the mathematics and science fundamentals that will enable students to participate
fully in a technological society; and to enable a greater number of urban
students to pursue careers in mathematics, science, and technology. The
program seeks to change the way school systems deliver mathematics, science,
and technology education to all students by providing a learning environment
that includes continuous assessment, a challenging curriculum with hands-on
and inquiry-based learning components, skilled educators, adequate resources,
and individualized support opportunities.
Urban Systemic Initiatives Program
Directorate for Education and Human Resources
National Science Foundation
4201 Wilson Blvd., Room 875
Arlington, VA 22230
703/306-1684
TDD: 703/306-0090
Rural Systemic Initiatives
The goal of the Rural Systemic Initiatives Program (RSI) is to promote
systemic improvements in science, mathematics, and technology education
for students in rural, economically disadvantaged regions of the United
States. To significantly impact the achievement levels of disadvantaged
students, RSI supports consortia that are formed to address curriculum
reform, teacher preservice and inservice education, policy restructuring,
assessment, implementation of national standards, and the social and economic
well-being of the targeted regions. RSI seeks to sustain those improvements
by encouraging community development activities in conjunction with instructional
and policy reform.
Rural Systemic Initiatives Program
Directorate for Education and Human Resources
National Science Foundation
4201 Wilson Blvd., Room 875
Arlington, VA 22230
703/306-1684
TDD: 703/306-0090
Operation SMART
Girls Incorporated developed Operation SMART in 1985 to provide girls
with experiences that would encourage them to persist in science and mathematics
in school and stay on the track to good jobs and satisfying lives. Girls
in Operation SMART make their own plans and decisions about their activities
and projects. The program provides a variety of activities that are designed
to help girls become confident inquirers and explorers. Many Operation
SMART programs are designed to provide girls with the types of hands-on,
science-related experiences that are generally reserved for boys-building,
dismantling, using tools and computers, and playing games and sports that
help teach geometry and spatial relations. Operation SMART distributes
materials to assist others in developing similar programs for girls nationwide.
Susan Ellis
Girls Incorporated
National Resource Center
441 West Michigan Avenue
Indianapolis, IN 46202
317/634-7546
FAX: 317/634-3024
Professional Development Schools
The Professional Development Schools project is a long-term partnership
between universities and schools nationwide to bridge the gap between research
and practice in the teaching profession. Faculty of Professional Development
Schools work with university faculty to assist educators, administrators,
and counselors in creating exemplary schools in which all children achieve
educational excellence. The project is committed to improving pre-and in-service
educational programs for practicing and future teachers, engaging school
staff in studies of teaching and learning, and using the results of those
studies to improve education.
Dr. Frank Murray, President
The Holmes Partnership
101 Willard Hall, Education Building
University of Delaware
Newark, DE 19716
302/831-2557
FAX: 302/831-3013
E-mail: fmurray@udel.edu
Project 30
Project 30 is a collaborative, nationwide effort of 30 representative
higher education institutions to redesign the way prospective teachers
are educated in the nation's colleges and universities. Project 30's efforts
focus on subject matter understanding; general and liberal knowledge; pedagogical
content knowledge; multicultural, international, and other human perspectives;
and teacher recruitment.
Dr. Frank Murray
101 Willard Hall, Education Building
University of Delaware
Newark, DE 19716
302/831-2557
FAX: 302/831-3013
E-mail: fmurray@udel.edu
Project EXCEL-MAS
Through Project EXCEL-MAS (Excellence in Community Educational Leadership-Math
and Science), the National Council of La Raza (NCLR) aims to increase
and strengthen informal math and science education opportunities for Hispanics
and to help students stay in and succeed in school. Project EXCEL-MAS builds
on two existing NCLR projects-Academia del Pueblo and Project Success-that
emphasize cooperative learning to help at-risk students acquire skills
in observing, measuring, collecting data and other mathematical and science
skills that they can use in everyday life. Demonstration sites in ten communities
work with partner schools to offer after-school enrichment programs for
elementary, middle school, and junior high school students and their parents.
Antonia Lopez, Director
Center for Community Education Excellence
National Council of La Raza
1111 19th Street, NW, Suite 1000
Washington, DC 20036
202/785-1670
FAX: 202/776-1792
Project MOSAIC
In 1992, the AAAS and the Association of Science Technology Centers
launched a three year project called National Resources for Equity in Science:
Connecting Museums and Community Groups, also known as Project MOSAIC (Museums
Offering Science Assistance in the Community). The project developed plans
for three science museums in different regions of the country to appeal
to a broader, more diverse audience and to engage the total community in
the life of the museum. Project MOSAIC disseminates materials for all museums
that are interested in broadening their audience participation.
Yolanda S. George,
Principal Investigator
Judy Kass, Project Director
Elizabeth Spring, Project Assistant
American Association for the Advancement of Science
Directorate for Education and Human Resources Programs
1200 New York Avenue, NW
Washington, DC 20005
202/326-6667
http://www.aaas.org/programs/education/
Project on Science, Technology and Disability
The AAAS Project on Science, Technology and Disability was founded
in 1975 to improve the entry and advancement of people with disabilities
in science, math and engineering. Primarily an information center, the
Project links people with disabilities, their families, professors, teachers
and counselors with scientists, mathematicians and engineers with disabilities
who can share their education and career coping strategies in technical
fields. The AAAS Resource Directory of Scientists and Engineers with Disabilities,
3rd ed., 1995 lists over 600 individuals who are available to serve as
role models and mentors. The Project works with NSTA and other organizations
to give technical assistance to classroom teachers and disseminates videos
and publications on access to science, education, and career choices.
Virginia Stern, Director
Project on Science, Technology and Disability
American Association for the Advancement of Science
1200 New York Avenue, NW
Washington, DC 20005
202/326-6672 (V/TDD)
http://www.aaas.org/programs/education/
Proyecto Futuro (Project Future)
Proyecto Futuro is designed to build excellence in K-8 science and
mathematics education for Hispanic students nationwide. The project seeks
to change parent and student attitudes about science and mathematics and
to promote a learning environment in which children receive positive reinforcement
from teachers and parents about how to learn and succeed in science. Proyecto
Futuro develops coalitions of local school councils, principals, teachers,
and parents; develops materials that are culturally relevant for Hispanic
students and that facilitate hands-on inquiry and problem-solving; provides
parents with specific strategies for encouraging children in mathematics
and science; and provides training, technical support, and resources to
implement instructional strategies that incorporate scientific process
skills and culturally-related activities.
Edward Gonzalez
AAAS
Education and Human Resources
1200 New York Avenue, NW
Washington, DC 20005
202/326-6673
http://www.aaas.org/programs/education/
Quality Education for Minorities (QEM) Network
Teacher Education Action Plan
Since 1992, the Quality Education for Minorities (QEM) Network has
sponsored four teacher-related initiatives-which are the foundation of
the Teacher Education Action Plan-that probe issues of minority student
access to challenging mathematics and science courses and to qualified
teachers. The Teacher Education Action Plan's goals are to expand the pool
of well-qualified minority teachers, especially of mathematics and science;
strengthen the teacher education institutions that produce the most minority
teachers; provide quality professional development programs for teachers;
produce a culturally and ethnically diverse cadre of teachers that represents
the community it serves; and coordinate efforts and share resources across
institutions.
J. Arthur Jones, Senior Associate
1818 N Street, NW
Suite 350
Washington, DC 20036
202/659-9525
FAX: 202/659-9528
E-mail: jajones@qem.org
http://qemnetwork.qem.org
Say Yes to a Youngster's Future
Say Yes to a Youngster's Future is a comprehensive, family-centered
education program that motivates and trains students of color and girls,
their families, and their teachers in mathematics, science, and technology
to prepare them for the high technology workplace. Say Yes offers in-school
programs, provides family learning centers and activities, and provides
role models and mentoring in schools and in the community for pre-K through
junior high school students and their families.
The National Urban Coalition
1875 Connecticut Avenue, NW, Suite 400
Washington, DC 20009
202/986-1460
FAX: 202/986-1468
http://www.chron.com/content/houston/k-12/sayyes/sayyes.html
School Community Mathematics Project
Faced with the need to effectively reach its diverse student population,
the Pittsburgh, California Unified School District is teaching students
to become active learners in mathematics. The School Community Mathematics
Project provides teachers and parents in the district's elementary schools
with the financial resources and materials to explore nontraditional teaching
methods and has made mathematics more accessible to students who traditionally
don't succeed in mathematics. Schools host informal meetings between staff
from the nearby Lawrence Hall of Science, parents, and students. Parents
learn about hands-on mathematics activities that can be easily executed
at home with common household materials and are encouraged to assist with
different mathematics opportunities in the classroom. Teachers receive
quality inservice, follow-up throughout the school year, and numerous opportunities
for leadership.
Steve Gare, Curriculum Coordinator
Pittsburgh Unified School District
2000 Railroad Avenue
Pittsburgh, CA 94565
510/473-4289
FAX: 510/473-4265
Science Access for All Students
The Center for Accessible Technology has established a model for improving
instructional delivery in science for students with disabilities. The intention
of this model is to prepare science educators and staff developers in California
to meet the needs of students with disabilities. The Center will produce
a video/workbook kit that will model the process of planning for inclusion
and full participation in science.
Lisa Wahl, Executive Director
Center for Accessible Technology
2547 8th Street, 12-A
Berkeley, CA 94710-2572
510/841-3224
Science Activities for the Visually Impaired/Science
Activities for Learners with Physical Handicaps (SAVI/SELPH)
The SAVI/SELPH program was originally developed to meet the science
learning needs of students with disabilities, but has recently been successfully
applied in all types of upper-elementary school classrooms. The program
materials include print and video activities and optional student science
kits.
Linda DeLucchi
Lawrence Hall of Science
Center for Multisensory Learning
University of California
Berkeley, CA 94720
510/642-8941
Science Association for Persons with Disabilities
(SAPD)
This organization promotes and advances the teaching of science, and
the development of curricular and instructional materials for students
with disabilities at all levels. SAPD is supported by membership dues and
is associated as a sub-group with the National Science Teachers Association.
Ben Van Wagner, President
Fresno-Pacific College
1717 South Chestnut Ave
Fresno, CA 93702
209/453-2278
FAX: 209/453-2007
Teachers Involve Parents in Schoolwork (TIPS)
Teachers helped design, implement, and test this program for interactive
homework, called Teachers Involve Parents in Schoolwork (TIPS). With TIPS,
any teacher can help their students' families stay informed and involved
in their children's learning activities. TIPS programs encourage students
to share what they are learning about a specific mathematical skill and
obtain reactions from parents before completing regular mathematics homework.
The programs also provide a format for students to conduct and discuss
with their parents a hands-on lab or data collection activity related to
the science topics they study in class. TIPS enables all families to become
involved-not just those who already know how to discuss mathematics, science,
or other subjects. All activities require students to talk to someone at
home about what they are learning in class, and TIPS asks families to comment
on their children's work. Thus, homework becomes a three-way partnership
involving students, families, and teachers.
Joyce Epstein, Co-Director
Center on Families, Communities, Schools, and Children's Learning
Johns Hopkins University
3505 N. Charles Street
Baltimore, MD 21218
410/516-0370
YouthALIVE!
The Association of Science-Technology Centers launched this national
youth program in 1991 to generate excitement about science learning in
populations that are traditionally underrepresented in science and museum
programs. Children aged 13 to 17 work in one of more than 40 museums or
science centers-often for more than one year-as interns and interpreters.
For younger children, more than 80 YouthALIVE! programs at museums and
science centers provide hands-on science learning through workshops, classes,
clubs, research projects, and camps. Through these programs, students increase
their aptitude for and interest in science by encountering scientific phenomena
and ideas in personally meaningful ways.
Tanya Tucker
Association of Science-Technology Centers, Inc.
1025 Vermont Avenue, NW, Suite 500
Washington, DC 20005-3516
202/783-7211
FAX: 202/783-7207
http://www.astc.org/resource/youth/index.htm
Contacts
American Association of Physics Teachers
Bernard V. Khoury, Executive Officer
One Physics Ellipse
College Park, MD 20740-3845
301/209-3300
http://www.aapt.org
American Chemical Society
Sylvia A. Ware, Division Director, Education
1155 16th Street, NW
Washington, DC 20036-4800
202/872-4388; FAX: 202/872-8068
E-mail: saw97@acs.org
http://www.acs.org
NativeNet (formerly American Indian Science and Engineering
Society)
Norbert Hill, Executive Director
5661 Airport Blvd.
Boulder, CO 80301-2339
303/939-0023, FAX: 303/939-8150
http://nativenet.uthscsa.edu/
International Technology Education Association
Kendall Starkweather, Executive Director
1914 Association Drive
Reston, VA 22091-1502
703/860-2100, FAX: 703/860-0353
http://www.iteawww.org/
National Association of Biology Teachers
Kathleen Frame
11250 Roger Bacon Drive, No. 19
Reston, VA 22090-5202
703/471-1134, FAX: 703/435-5582
http://www.nabt.org/
National Association of Geology Teachers
Robert Christman, Executive Director
Department of Geology
Western Washington University
Bellingham, WA 98225
206/650-3587, FAX: 206/650-7295
E-mail: bob.christman@wwu.edu
http://www.nagt.org/
National Association for Research in Science Teaching
Dr. Arthur L. White
Ohio State University
1929 Kenny Road, Suite 200E
Columbus, OH 43210
(614) 292-3339, FAX: (614) 292-1595
http://www.narst.org/
National Council of Teachers of Mathematics
Linda Rosen, Executive Director
1906 Association Drive
Reston, VA 22091
703/620-9840, FAX: 703/476-2970
http://www.nctm.org
National Earth Science Teachers Association
Frank Watt Ireton, Executive Advisor
American Geophysical Union
2000 Florida Avenue, NW
Washington, DC 20009-1277
202/462-6900 ext. 243, FAX: 202/328-0566
http://www.agu.org
National Science Teachers Association
Gerry Wheeler, Executive Director
1840 Wilson Blvd.
Arlington, VA 22201-3000
703/243-7100, FAX: 703/243-7177
http://www.nsta.org
POLICY, RESEARCH, AND REFORM ORGANIZATIONS:
American Education Research Association
William J. Russell, Executive Officer
1230 17th Street, NW
Washington, DC 20036
202/223-9485, FAX: 202/775-1824
http://www.aera.net
Consortium for Policy Research in Education
Peg Goertz, Co-Director
3340 Market Street, Suite 560
Philadelphia, PA 19104-3325
215/573-0700 ext. 228, FAX: 215/573-7914
E-mail: pegg@gse.upenn.edu
http://www.cpre.org/
Council of Chief State School Officers
Gordon Ambach, Executive Director
1 Massachusetts Ave., NW, No. 700
Washington, DC 20001-1431
202/408-5505, FAX: 202/408-8072
http://www.ccsso.org
Education Commission of the States
Frank Newman, President
707 17th Street, No. 2700
Denver, CO 80202-3427
303/299-3600, FAX: 303/296-8332
http://www.ecs.org
Mathematical Sciences Education Board
Joan Ferrini-Mundy, Executive Director
2101 Constitution Avenue, NW
Harris 476
Washington, DC 20418-0007
202/334-1273, FAX: 202/334-1453
E-mail: mseb@nas.edu
http://www7.nationalacademies.org/mseb/
National Academy of Sciences
National Research Council Center for Science,
Mathematics, and Engineering Education
Rodger Bybee, Executive Director
2101 Constitution Avenue, NW
Washington, DC 20418
202/334-2353, FAX: 202/334-2210
http://www.nas.edu
National Board for Professional Teaching Standards
James A. Kelly, President
300 River Place, No. 3600
Detroit, MI 48207
810/351-4444, FAX: 810/351-4170
National Center for Improving Science Education
Senta Raizen, Associate Director
2000 L Street, NW, Suite 603
Washington, DC 20036
202/467-0652, FAX: 202/467-0659
National Center for Research on Evaluation,
Standards, and Student Testing (CRESST)
UCLA Graduate School of Education
405 Hilgard Avenue
145 Moore Hall
Los Angeles, CA 90024-1522
310/206-1532, FAX: 310/825-3883
http://www.cse.ucla.edu
Office of Science and Technology Policy, National
Science and Technology Council
Angela Phillips Diaz, Executive Secretary
Old Executive Office Building
17th and Pennsylvania Avenue, NW
Washington, DC 20500
202/456-6100, FAX: 202/456-6026
http://www.whitehouse.gov/administration/eop/ostp/nstc
National Institutes of Child Health and Human Development
Clarissa Wittenberg, Chief
31 Center Drive, Room 2A32
Bethesda, MD 20892-2425
301/496-5133, FAX: 301/496-7101
http://www.nichd.nih.gov/
School Mathematics and Science Achievement
Center
Thomas A. Romberg, Director
University of Wisconsin
1025 West Johnson Street
Madison, WI 53706
608/263-4285, FAX: 608-263-3406
http://www.wcer.wisc.edu
NATIONAL EDUCATIONAL ORGANIZATIONS:
American Federation of Teachers
Alice Gill, Assistant Director
555 New Jersey Ave., NW
Washington, DC 20001
202/879-4000, FAX: 202-879-4545
http://www.aft.org
Council for Exceptional Children
Nancy Safer, Executive Director
Information Services
1920 Association Drive
Reston, VA 22091-1589
703/620-3660
http://www.cec.sped.org/
National Council for Measurement in Education
Don Cameron, Executive Director
1230 17th Street, NW
Washington, DC 20036
202/223-9318, FAX: 202/775-1824
http://www.ncme.org/
National Education Association
1201 16th Street, NW
Washington, DC 20036
202/833-4000
http://www.nea.org
National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314-3483
703/684-3345, 800/386-2377
800/396-2377
http://www.naesp.org
National Association of Secondary School Principals
1904 Association Drive
Reston, VA 22091
703/860-0200, FAX: 703/476-5432
http://www.nassp.org
National PTA
National Headquarters
330 North Wabash Ave., Suite 2100
Chicago, IL 60611-3690
312/670-6782, FAX: 312/670-6783
http://www.pta.org
SCIENCE CURRICULUM MATERIALS DEVELOPERS:
Activities Integrating Math and Science (AIMS)
Education Foundation
1595 S. Chestnut Avenue
Fresno, CA 93702
209/255-4094, FAX: 209/255-6396
E-mail: aimsed@aimsedu.org
http://www.aimsedu.org
Biological Sciences Curriculum Study
Pikes Peak Research Park
5415 Mark Dabling Blvd.
Colorado Springs, CO 80918
719/531-5550, FAX: 719/531-9104
Educational Development Center, Inc.
Judith Opert Sandler,
Managing Project Director
EDC Publishing Center
55 Chapel Street
Newton, MA 02158
617/969-7100
800/225-4276, FAX: 617/965-6325
http://www.edc.org
Lawrence Hall of Science
Ian Carmichael, Director
University of California
Centennial Drive
Berkeley, CA 94720
510/642-5132, FAX: 510/642-1055
http://www.lhs.berkeley.edu/
Technical Education Research Centers (TERC)
Barbara Sampson,
Chief Executive Officer
2067 Massachusetts Avenue
Cambridge, MA 02140
617/547-0430
http://www.terc.edu
INFORMATION AND SUPPORT ORGANIZATIONS:
American Association of University Women
Carole Rogin, Interim Executive Director
1111 16th Street, NW
Washington, DC 20036
202/785-7700, FAX: 202/872-1425
http://www.aauw.org
Council for Aid to Education
342 Madison Avenue, Suite 1532
New York, NY 10173
212/661-5800, FAX: 212/661-9766
http://www.cae.org
Derek Bok Center For Teaching and Learning
Harvard University
Science Center 318
J. Wilkinson, Director
1 Oxford Street
Cambridge, MA 02138
617/495-4869, FAX: 617/495-3739
Eisenhower National Clearinghouse for Math
and Science Education
Len Simutis, Director
1929 Kenny Road
Columbus, OH 43210-1079
614/292-7784, FAX: 614/292-2066
http://www.enc.org/
Junior Engineering Technical Society
Dan Kunz, Executive Director
1420 King Street
Alexandria, VA 22314-2570
703/548-5387, FAX: 703/548-0769
E-mail: jets@nas.edu
http://www.jets.org/
NASA Central Operations of Resources for Educators
(CORE)
Tina Salyer
Lorain County Joint Vocational School
15181 Route 58 South
Oberlin, OH 44074
216/774-1051, FAX: 216/774-2144
http://core.nasa.gov/
NASA Educational Workshops for Math and Science
Teachers/NASA Educational Workshops for Elementary School Teachers
Wendell Mohling, Program Director
National Science Teachers Association
1840 Wilson Blvd.
Arlington, VA 22201-3000
703/312-9226, FAX: 703/243-7177
National Action Council for Minorities in Engineering
Lea K. Williams, Executive Vice President
3 West 35th Street
New York, NY 10001-2281
212/279-2626, FAX: 212/629-5178
http://www.nacme.org
National Council for the Accreditation of Teacher
Education
Arthur Wise, President
2029 K Street, NW, Suite 500
Washington, DC 20006
202/466-7496, FAX: 202/296-6620
National Energy Information Center
Paula Altman, Energy Information Specialist
Energy Information Administration
Room 1F-048
1000 Independence Avenue, SW
Washington, DC 20585
202/586-8800, FAX: 202/586-0727
http://www.eia.doe.gov
National Science Resources Center
Douglas M. Lapp, Executive Director
Smithsonian Institution
MRC 50-2
Washington, DC 20560
202/357-2555, FAX: 202/786-2028
http://www.nsrconline.org/
Triangle Coalition for Science and Technology
Education
John M. Fowler, Executive Director
5112 Berwyn Road
College Park, MD 20740
301/220-0870, FAX: 301/474-4381
http://www.triangle-coalition.org
U.S. Department of Education
Luna Levinson, Education Program Specialist
Office of Educational Research
and Improvement
555 New Jersey Avenue, NW
Washington, DC 20208-5572
202/219-2164, FAX: 202/219-2109
http://www.ed.gov/offices/OERI/
U.S. Department of Education
Office of Bilingual Education and
Minority Languages Affairs
Delia Pompa, Director
600 Independence Avenue, NW
Washington, DC 20202-6510
202/205-5463
http://www.ed.gov/about/offices/list/oela/
U.S. Department of Education
National Center for Education Statistics
Emerson J. Elliot, Commissioner of Education Statistics
555 New Jersey Avenue, NW
Washington, DC 20208
202/219-1828, FAX: 202/219-1736
http://nces.ed.gov/
SCHOOL-BASED PROGRAMS:
UCLA Science Project
Janet Thornber, Director
1041 Moore Hall
Box 951521
Los Angeles, CA 90095
310/825-1109
Thomas Jefferson High School for Science and
Technology
Geoffrey A. Jones, Principal
6560 Braddock Road
Alexandria, VA 22312
703/750-8300, FAX: 703/750-5010
http://www.tjhsst.edu
Middle College High School
Cecilia Cullen, Principal
3110 Thompson Ave.
Long Island City, NY 11101
718/349-4000
ORGANIZATIONS FOR SCIENTISTS AND STUDENTS WITH DISABILITIES:
Committee on Chemists with Disabilities
American Chemical Society
1155 16th Street, NW
Washington, DC 20036
800/227-5558, 202/872-4438 (V/TDD)
Foundation for Science and Disability
E.C. Keller, Jr., President
236 Grand Street
Morgantown, WV 26505-67509
304/293-5201
For Information on The Americans with Disabilities Act (ADA):
Americans with Disabilities Act
Equal Employment Opportunity Commission
1801 L Street, NW
Washington, DC 20507
800/669-EEOC (V)
800/800-6860 (TDD)
For Information on Assistive Technologies:
Center for Special Education Technology
The Council for Exceptional Children
1920 Association Drive
Reston, VA 22091-1589
703/620-3660
For Information on Specific Disabilities and Advocacy Training:
National Center for Learning Disabilities (NCLD)
381 Park Avenue South
Suite 1420
New York, NY 10016
212/545-7510
202/789-1505(in Washington, DC)
National Federation of the Blind
1800 Johnson Street
Baltimore, MD 21230
410/659-9314
American Foundation for the Blind
11 Penn Plaza, Suite 300
New York, NY 10001
800/232-5463, 212/502/7600
Alexander Graham Bell Association for the Deaf
3417 Volta Place, NW
Washington, DC 20007
202/337-5220 (V/TDD)
National Technical Institute for the Deaf
Rochester Institute of Technology
52 Lomb Memorial Drive
P.O. Box 9887
Rochester, NY 14623-0887
716/475-6200 (V/TDD)
National Spinal Cord Injury Hotline
c¼o Montebello Rehabilitation Hospital
2201 Argonne Drive
Baltimore, MD 21218
800/526-3456
United Cerebral Palsy Associations
1660 L Street, NW
Suite 700
Washington, DC 20036-5602
202/776-0406
WORLD WIDE WEB SITES FOR INFORMATION AND RESOURCES:
American Association for the Advancement of
Science Home Page
http://www.aaas.org/
Educational Resources Information Center (ERIC) Home
Page
http://www.eric.ed.gov/
Eisenhower National Clearinghouse for Mathematics
and Science Education Home Page
http://www.enc.org/
NASA Education Home Page
http://education.nasa.gov/
North Central Regional Educational Laboratory
Pathways to School Improvement-Assessment
http://www.ncrel.org/sdrs/areas/as0cont.htm
Technology Education Resources
http://ed1.eng.ohio-state.edu/TechRes/proforgs.html
The Regional Alliance for Mathematics and Science
Education Reform Hub
http://ra.terc.edu
DIRECTORIES:
IDEAAAS Sourcebook for Science, Mathematics,
and Technology Education
Barbara Walthall, Editor
AAAS
1200 New York Avenue, NW
Washington, DC 20005
202/326-6646
To Order:
The Learning Team
Suite 256, 10 Long Pond Road
Armonk, NY 10504
800/793-TEAM, FAX: 914/273-2227
Blueprints
Online
Project
2061
American
Association for the Advancement of Science
Washington, DC
1997
Copyright © 1998 by American Association for the Advancement of Science